Julie Steinberg

March 4, 2015
A&HA 4078
Journal #6
Paint Exploration II & Picturing Experience
Response to Paint Exploration
We began the second paint exploration by looking at pieces of artwork, reminded that the
way we feel while looking at painting can relate to our experiences. Children can have personal
relationships with certain colors, shapes, and imagesand these things are very individual, so
we should make no assumptions. I appreciated this activity, as well as the dialogue and
discussion that followed, to support our generating of ideas.
When I read the Smith chapters this week, the dialogue that Marta modeled immediately
made even more sense to me. Before the exploration, we were told to think of a place that is
peaceful to you. Then with one idea, Marta modeled a dialogue including questions such as,
How would you show that?, How would you design that on the page?, Would you be in the
painting?, What will be in the painting?, Where will you start? and Are there any
particular shapes you are thinking you might use? As Smith (1993) said, this discussion helps
children consider their ideas, think over what they are planning to do, and make the transition
from thought to action (p. 81). Both activitieslooking at the multiple examples that could all
reach the same objective, as well as the dialogue, were purposeful, and are important for the
children in our classrooms when representing experiences.
Picturing Experience (Simple and Rich Images)
While reading this weeks chapters, I found myself repeatedly making connections
between what Smith said about art, and what I know about teaching writing. The first connection
was the more obviousas Smith (1993) describes, as children become increasingly aware of

their individuality and difference from others, they discover the communicative aspect of art,
they strive for communicative images, and their need to tell a story (p. 64). The same is true
with writing, and for emergent writers, and readers, illustrations are often most important in
telling their stories, and making meaning of others stories, too.
Smith (1993) also said, Teachers need to awaken and engage each childs ideas and
feelings about experiences as a motivating force (p. 65). This is what Marta helped us do in the
painting exploration, and what I as a writing teacher strive to do in teaching writing units of
study, specifically with personal narrative. In both art and writing, children need to reflect on
events and themes that are personally meaningful and they need to generate ideas before working
independently. We as teachers want to prompt and teach them transferable waynot just for this
piece of art or this piece of writingbut for their life as an artist or writer.
Curriculum Ideas for Paint
Because of the strong connection between writing and art now on my mind, I thought
about curriculum ideas for paint and writing. One objective I might have for students would be to
learn that shapes and colors can depict feelings or emotionsin a painting based on a time you
had with someone special, whether a friend or a family member. This objective would integrate a
personal narrative writing goal, while allowing children to explore color and shape through the
material of paint.
Reference:
Smith, N. (1993). Experience and Art. New York: Teachers College Press. pp. 57-84.